Noting the important influence of a positive home-school relationship on children's academic achievement, this study explored some of the factors that can prevent parents from becoming involved in their child's school. A questionnaire consisting of 25 statements to be answered on a five-point Likert scale, and four open-ended questions was distributed to a sample of parents whose children attended prekindergarten, day care, or nursery school programs. The sample was representative of a wide range of socioeconomic, racial and cultural backgrounds. Results indicated several factors that can increase parent participation, including: (1) schedule-accommodating meetings; (2) workshops on homework, social and academic development, and volunteer services in the classroom; (3) communication on class activities; (4) communication with the administrators, (5) opportunities for parents to discuss common issues together; (6) meaningful participation; and (7) consistent integration of multicultural education. Based on these results, it was suggested that parents tend to stay away from volunteering or becoming involved for many reasons, but mainly because the teachers are apparently not effectively trained to involve the diverse families found in today's schools. Most parents view home and school as a partnership; they need teachers to welcome the partnership. (AA)